Performance Task Title:
Second Grade Mathematics Graphing Story Data
Submitted by: Eric Carpenter
Date:
Performance Task – GRASPS
Goal – You
will discover a number of ways to use mathematical graphing techniques to
convey story information from a self-selected narrative.
Role – You
are a lover a literature who wishes to effectively communicate story
information graphically.
Audience – You
will be displaying your graphs to a number of peers unfamiliar with your
selected narrative.
Situation – As
we have learned studying graphic representations of data, almost information
can be displayed with picture graphs, bar graphs or Venn Diagrams. Please select one story from the classroom
library and read the story a number of times.
Think about what information is presented in the story and how you might
present this information in the form of picture graphs, bar graphs or Venn
Diagrams.
Product/Performance – You
will create two graphic representations of your selected story (one of which
must be created using computer technology).
You will share your graphs with your classmates and explain the choices
you made in creating your graphs and how you think the data your graph’s
displays can help tell your selected story.
Standard/Criteria for Success (see
rubric)
Graphing
a Story Rubric
|
Category |
4 |
3 |
2 |
1 |
|
Neatness and Attractiveness |
Exceptionally well designed, neat, and
attractive. Colors that go well
together are used to make the graph more readable. A ruler and graph paper
and a graphing computer program are used. |
Neat and relatively attractive. A
ruler and graph paper and a graphing computer program are used to make the
graphs more readable. |
Lines are neatly drawn but the graph
appears quite plain. |
Appears messy and "thrown
together" in a hurry. Lines are visibly crooked. |
|
Mathematical Concepts |
Explanation shows complete
understanding of the mathematical concepts used to solve the problem(s). |
Explanation shows substantial understanding
of the mathematical concepts used to solve the problem(s). |
Explanation shows some understanding
of the mathematical concepts needed to solve the problem(s). |
Explanation shows very limited
understanding of the underlying concepts needed to solve the problem(s) OR is
not written. |
|
Type of Graphs |
Graphs fit the data well and make it
easy to interpret. |
Graphs are adequate and do not distort
the data, but interpretation of the data is somewhat difficult. |
Graphs distort the data somewhat and
interpretation of the data is somewhat difficult. |
Graphs seriously distort the data
making interpretation almost impossible. |
|
Relation to the Story |
Student’s graph accurately describes
the events of the story. |
Student’s graph accurately describes
most the events of the story. |
Student’s graph describes some the
events of the story. |
Student’s graph does not clearly
depict the events of the story. |
|
Units |
All units are described (in a key or with
labels) and are appropriately sized for the data set. |
Most units are described (in a key or
with labels) and are appropriately sized for the data set. |
All units are described (in a key or with
labels) but are not appropriately sized for the data set. |
Units are neither described NOR
appropriately sized for the data set. |
Sample
GRASPS using Judith Viorst’s Alexander, Who Used to Be Rich Last Sunday (1978)
Graph
#1
Graph
#2
